Gamified learning in grammar lessons: EFL students' perceptions of Kahoot! and Quizizz
Year: 2025
Type: article
Study design: Observational Study
Abstract: The study explores EFL students' preferences for gamified applications in English grammar classes within the education context of Vietnam. The research focuses on a comparison of the acceptance of using Kahoot! and Quizizz in English grammar lessons perceived by English as a foreign language (EFL) university students. A mixed-methods approach was employed, including a questionnaire and semi-structured interviews with the participation of 151 EFL university students. The study employed the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to investigate EFL students' acceptance of Kahoot! and Quizizz in learning English grammar. The results indicated that the two gamified tools, Kahoot! and Quizizz, were positively perceived in English grammar classes. However, the study revealed that students' perceived acceptance of Quizizz was slightly higher. Both gamified tools were beneficial in English grammar lessons as they assisted EFL students in reviewing grammar more effectively and enhanced collaboration with peers in live assignments and quizzes. However, several improvements to Kahoot! and Quizizz should be made, such as addressing incorrect answers and eliminating distractions from the shared screen in games. The findings suggest that gamified tools such as Kahoot! and Quizizz have the potential to enhance English grammar education in higher education.
Source: Acta Psychologica
Authors: Anh Tuan Pham, Chau Thi Hong Thai, Tham Van Nguyen
Institution: FPT University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,670
OpenAlex ID: W4413269859